Pediatric Tracheostomy Care Simulation: Real-Life Scenarios in a Safe Learning Environment

2021 ◽  
pp. respcare.09201
Author(s):  
Jennifer L McCoy ◽  
Kathryn A Williams ◽  
Janet L Senkinc ◽  
Janalee Westerman ◽  
Allison BJ Tobey
Keyword(s):  
Learning Environment ◽  
Real Life ◽  
Safe Learning Environment

scholarly journals THE DEFENSE OF ORAL INTERACTION IN THE MIDST OF WHATSAPP USE IN THE LEARNING ENVIRONMENT

2018 ◽  
Vol 3 (1) ◽  
pp. 40-45
Author(s):  
Fernandes Arung
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Negative Impact ◽  
Group Discussion ◽  
Real Life ◽  
Communication Technologies ◽  
Real Relationship ◽  
Educational Backgrounds ◽  
Information And Communication ◽  
Oral Interaction

research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment.

scholarly journals On the new sanitary rules for schools, teaching children with disabilities

2019 ◽  
Vol 19 (1) ◽  
pp. 35-38
Author(s):  
M. I. Stepanova ◽  
B. Z. Voronova ◽  
T. V. Shumkova
Keyword(s):  
Learning Environment ◽  
Children With Disabilities ◽  
State Of Health ◽  
Educational Activities ◽  
Safe Learning Environment ◽  
School Week ◽  
Health Legislation

In the article there is presented an overview of health legislation regulating the work of schools for education of children with disabilities. There are considered modern sanitary and epidemiological requirements, which define a safe learning environment for children. The organization of the educational activities is shown to be obliged to take into account features of psychophysical development, individual possibilities and a state of health of pupils with disabilities. Training classes are available only in the first shift on a 5-days school week, starting not earlier than 8 hours. There are given recommendations on the organization of a day regimen of children with limited abilities of health in day and day and night their stay in school.

Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

scholarly journals Successful vs. unsuccessful small group reflection: A narrative inquiry

2018 ◽  
Vol 9 (5) ◽  
pp. 6
Author(s):  
Ping Zou ◽  
Arthy Visayanathan ◽  
Christine Whyte ◽  
Alla Pak ◽  
Angela Cooper Brathwaite ◽  
...  
Keyword(s):  
Learning Environment ◽  
Narrative Inquiry ◽  
Small Group ◽  
Student Centered ◽  
Clinical Practicum ◽  
Supportive Environment ◽  
Safe Learning Environment ◽  
Professional Educator ◽  
Professional Teaching ◽  
Circle Model

There is a lack of research examining the factors which promote or hinder successful small group clinical practicum reflection seminars. The aim of this study was to explore key elements of successful small group reflection. Narrative inquiry was used as methodology. Three students consented to voluntarily participate in this study by learning on their experiences – both successful and unsuccessful – during their clinical reflection seminars. A 3-circle model was presented as a collective narrative. The Support Circle represents a safe and supportive environment where the reflection seminar is held. The Owner Circle represents the students’ ownership in a reflection seminar. The Service Circle represents the educators’ professional teaching services. To conclude, elements of a successful small group reflection included a safe leaning environment, a student-centered approach, and professional educator support. Within a safe learning environment, a successful small group reflection seminar should be owned by students and facilitated by a professional educator.

scholarly journals Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class

2020 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Patricio Andrés Pino Castillo ◽  
Allyson Donoso ◽  
Katherin Ortega
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phenomenological Study ◽  
Participant Observation ◽  
Cultural Backgrounds ◽  
Future Studies ◽  
Language Class ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Depth Interviews

This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.

Once upon a time…. Storytelling to Enhance Teaching and Learning

2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Life Experience ◽  
Real Life ◽  
Ways Of Knowing ◽  
Professional Students ◽  
External Focus ◽  
Teaching And Learning Environment ◽  
Survey Responses ◽  
The Impact

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

scholarly journals Training and evaluating simulation debriefers in low-resource settings: lessons learned from Bihar, India

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Julia H. Raney ◽  
Melissa M. Medvedev ◽  
Susanna R. Cohen ◽  
Hilary Spindler ◽  
Rakesh Ghosh ◽  
...  
Keyword(s):  
Learning Environment ◽  
Interrater Reliability ◽  
Simulation Training ◽  
Lessons Learned ◽  
Video Data ◽  
Low Resource Settings ◽  
Low Resource ◽  
Simulation Based ◽  
Safe Learning Environment ◽  
Over Time

Abstract Background To develop effective and sustainable simulation training programs in low-resource settings, it is critical that facilitators are thoroughly trained in debriefing, a critical component of simulation learning. However, large knowledge gaps exist regarding the best way to train and evaluate debrief facilitators in low-resource settings. Methods Using a mixed methods approach, this study explored the feasibility of evaluating the debriefing skills of nurse mentors in Bihar, India. Videos of obstetric and neonatal post-simulation debriefs were assessed using two known tools: the Center for Advanced Pediatric and Perinatal Education (CAPE) tool and Debriefing Assessment for Simulation in Healthcare (DASH). Video data was used to evaluate interrater reliability and changes in debriefing performance over time. Additionally, twenty semi-structured interviews with nurse mentors explored perceived barriers and enablers of debriefing in Bihar. Results A total of 73 debriefing videos, averaging 18 min each, were analyzed by two raters. The CAPE tool demonstrated higher interrater reliability than the DASH; 13 of 16 CAPE indicators and two of six DASH indicators were judged reliable (ICC > 0.6 or kappa > 0.40). All indicators remained stable or improved over time. The number of ‘instructors questions,’ the amount of ‘trainee responses,’ and the ability to ‘organize the debrief’ improved significantly over time (p < 0.01, p < 0.01, p = 0.04). Barriers included fear of making mistakes, time constraints, and technical challenges. Enablers included creating a safe learning environment, using contextually appropriate debriefing strategies, and team building. Overall, nurse mentors believed that debriefing was a vital aspect of simulation-based training. Conclusion Simulation debriefing and evaluation was feasible among nurse mentors in Bihar. Results demonstrated that the CAPE demonstrated higher interrater reliability than the DASH and that nurse mentors were able to maintain or improve their debriefing skills overtime. Further, debriefing was considered to be critical to the success of the simulation training. However, fear of making mistakes and logistical challenges must be addressed to maximize learning. Teamwork, adaptability, and building a safe learning environment enhanced the quality enhanced the quality of simulation-based training, which could ultimately help to improve maternal and neonatal health outcomes in Bihar.

scholarly journals ANALYSIS ON THE DIFFERENCES IN EFL LEARNERS’ DEMOTIVATING FACTORS AFTER COVID 19 PANDEMIC

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 225
Author(s):  
Reza Anggriyashati Adara ◽  
Onin Najmudin
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Test Scores ◽  
Real Life ◽  
School Facilities ◽  
Structured Interviews ◽  
Related Factors ◽  
Efl Learners ◽  
Internet Connection ◽  
Before And After

Abstract: The change in the learning environment as what happen ed in the aftermath of COVID 19 pandemic can lead to learners’ demotivation. The present study aims to analyze how COVID 19 pandemic can affect the differences in demotivation factors of a group of EFL learners. Therefore, a set of questionnaires were   distributed before and during COVID19 pandemic. In addition, semi-structured interviews were conducted to gain deeper insights on the matter. The results suggest significant differences in demotivational factors that affect the respondents before and after COVID19 pandemic. Before the pandemic, inadequate school facilities were the most demotivating factor. After the pandemic, test scores become the most demotivating factor among the respondents. However, teachers’' related factors and learning materials still relatively affect the respondents after the pandemic. Besides, online learning was found to be one of the demotivational factors among the respondents as they feel deprived from real life inter-action and burdened with lack of stable internet connection and suitable gadgets for online learning. The results suggest that changing the learning environment can affect learners’ demotivation and motivation. Thus, it seems imperative for the teachers to be able to adapt their approach and materials to suit changing conditions especially during the pandemicAbstrak: Perubahan lingkungan belajar yang terjadi pasca pandemi COVID 19 dapat menyebabkan penurunan motivasi peserta didik. Penelitian ini bertujuan untuk menganalisis bagaimana pandemi COVID 19 dapat mempengaruhi perbedaan faktor demotivasi pada kelompok peserta didik EFL. Oleh karena itu, serangkaian kuesioner dibagikan sebelum dan selama pandemi COVID19. Selain itu, wawancara semi-terstruktur dilakukan untuk mendapatkan pemahaman yang lebih dalam tentang masalah tersebut. Hasil penelitian menunjukkan perbedaan signifikan pada faktor demotivasi yang mempengaruhi responden sebelum dan sesudah pandemi COVID19. Sebelum pandemi, fasilitas sekolah yang tidak memadai merupakan faktor yang paling menurunkan motivasi. Setelah pandemi, skor tes menjadi faktor yang paling mendemotivasi responden. Namun, faktor guru dan materi pembelajaran masih relatif mempengaruhi responden setelah pandemi. Selain itu, pembelajaran online ditemukan sebagai salah satu faktor demotivasi di kalangan responden karena mereka merasa kehilangan interaksi di kehidupan nyata dan dibebani dengan kurangnya koneksi internet yang stabil dan gadget yang sesuai untuk pembelajaran online. Hasil penelitian menunjukkan bahwa mengubah lingkungan belajar dapat mempengaruhi motivasi dan motivasi peserta didik. Oleh karena itu, sangat penting bagi para guru untuk dapat menyesuaikan pendekatan dan materi mereka agar sesuai dengan kondisi yang berubah terutama selama pandemi

The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates

2019 ◽  
pp. 430-449
Author(s):  
Donna Russell
Keyword(s):  
Learning Environment ◽  
Virtual Worlds ◽  
Curriculum Design ◽  
Real Life ◽  
Problem Based Learning ◽  
Virtual Learning ◽  
Design Model ◽  
Learning Theories ◽  
Learner Engagement ◽  
Sociocultural Learning Theories

The purpose of this chapter is to describe the design of template for the design of an immersive virtual learning environment that includes collaborative learning virtual worlds as problem-solving scenarios that engage students in virtual explorations of worlds. The problem-based learning 3d model incorporates a curriculum design model that includes a real-world issue that correlates to the virtual scenarios or games. This virtual PBL design model also includes a learning assessment process that utilizes sociocultural learning theories to develop an ongoing feedback model for assessment of learning in a 3d problem-based learning environment. This problem-based learning model combines the benefits of games, such as high-levels of learner engagement, real-life simulations, with research on cognition and instructional design to create a design model that can be modified to develop advanced knowledge, skills and concepts in multiple educational settings.

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